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One area that my students always struggle is to differentiate between dependant and independent variable and what axis ot place them on on a graph. I always have them come up with their own questions for experiments, but know I would like to have them actually DO the experiment, so they can first hand have an understanding of how the dependant variable depends on the independant variable.

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Statistics is an area in my curriculum that students are curious about and would be an ideal place for me to start using the elements of design. The students find this topic interesting as it is easily relatable to topics they find interesting in their own lives, for instance sports,  and how they can use the statics data to analyze, compare, and predict outcomes.

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Seeking more outside resources, utilizing each students personal connections to a topic that we may be studying. Becoming more involved with the community and even extended family members for ideas and answers to questions.

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I think the use of on-line technology and social media is a great tool for students to use to locate resources within and outside our learning community. I personally am part of “Math” and “Teacher” based groups on social media where I can go look for resources to get ideas from people around the world.

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Making sure you give "meaningful" feedback, and have students reflect on their own personal learning. Help them determine what steps they may need to take to achieve their learning goal. Most importantly, listening to your students discuss their ideas and experiences with others .

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I think an area in my curriculum to start using design thinking would be constructions. Students are always curious about constructions and what they are able to do with a compass. I think because this is a very hands-on topic, students could really explore and collaborate on this topic in detail.

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I think there are a lot of online resources available to help support students. I would also encourage them to seek support from art teachers as well, since the compass can lead to some incredible artistry.

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Currently, students demonstrate mastery of constructions through guided guided questions and notes, as well as summative assessment. I think this could be revised by giving students more freedom to create drawings and art using the techniques and tools of constructions.

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One unit in living environment that students tend to be more curious about is genetics. They can easily relate to it and are curious how they came to be based on inheritance. This is one unit I will try to use design thinking going forward.

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The area that I have chosen is genetics. Students will learn the root of diversity. They will learn more about themselves and may spark a curiosity about other peoples origins.

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Global 9: The Protestant Reformation and Age of Exploration is when they are most curious.  I could probably relate the Protestant Reformation to religion conflict today and have the students brainstorm problems.  For the Age of Exploration we can have students brainstorm the racial inequities as a result of the Columbian Exchange.
Global 10: The Holocaust always interests the students and we can compare it to other recent genocides and how to stop future genocides.

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Italian 1A/ 1B / 1: Students are most curious about holiday celebrations and a typical day in the life of an Italian peer. Students are mostly connected with the food / meal taking and hobbies units. Students are mostly confused with language structures (grammar concepts) - this is where the idea of a new language system really settles in. I think a good place to start using design thinking is with holiday celebrations since students can relate and share their own customs while experiencing something new.

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Thinking critically to connect the past to the present and how to ensure that the same problems do not continue. This actually relates to the new Global Regents curriculum of enduring issues.

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Everything is always regents based so typically we have students complete MC, CRQs, and/or essays that relate to the regents exam. I would like to provide more choice in assessment by adding a section in which students can choose.

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Currently I rely on tests and written assessments but I am open to new innovative ways for students to share their understanding using different modalities. This would be a great opportunity for other students to witness others' learning processes too.

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I am thinking about creating a section in my google classroom devoted to resources for students that are struggling (like a trouble shooting section). In an actual classroom, I like the idea of "Ask 3 before Me" so this would be a resource the students can access in my virtual classroom. Giving them the tools to support problem solving is something we need to model and foster.

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I use a choice board during reading workshop. After modeling with a read aloud or shared read students can choose a way to respond to the text that interests them or that reflects their strengths as a leaner.

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The essential learning, that is the underlying principle of all cultural lessons, is to bring about awareness and recognize differences while also seeing what unites us. This asks students to recognize and value different perspectives in the world, and how to have conversations surrounding them.

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I would say at the elementary level an area where there is honestly the most confusion is within social interactions with one another. This year we started each morning off with a social story read aloud/ or social activity to discuss and act out problems that would naturally come up.

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For social studies it is a bit easier-  because students can look at any social or political problem  or current events and there are direct  connections to the US History curriculum.  Writing new bills or role playing as government leaders and solving problems from the past or present.

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The essential learning area is in social interactions and this would help them every day in their future with reading situations and learning to act appropriately. This in the long run can make them a more positive and connected adult in society.

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Making sense of current events is a valuable

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Currently, I have asked students to respond to a series of questions on Padlet. Going forward, I would present a choice board. One choice being: Create a poster and invitation for a party about the holiday you chose to explore.

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Currently students complete a summarize assessment. I have begun adding more written response but would like to spend more time reflecting in a variety of ways.

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It was noted in the book that we need to possibly reframe our assessments.  That begins with rethinking the way I expect my students to demonstrate mastery.  Too often, we get locked into using a standard test that we have used year after year after teaching a unit.  If our goal is to ensure that all students have a good understanding of the material, why force them to prove it  through only one form?

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I would like to promote the students using peers as resources in the classroom but would also like to connect them with outside resources.  I am currently building a google site and would like to dedicate a page to resources for the students.  It would also be great to have local artist as resources for the students as well.

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In studying the Holocaust students often feel badly, however, they often do not see the bystanders as enablers -and often sympathize more with the German citizens that were not Nazi's rather then the Jews.  They can relate more to those caught in between, and I want to help them have empathy.

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I have my students complete a weekly chart that has them write "what have I improved" and "what do I still need improvement with". They keep this in their classroom folder and I can look at it to see what they think they need help with and what they feel they have improved.

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I like the idea of coming up with choices that total 100 points.  Bingo is also fun.  I usually offer project options that allow different strengths to be used and with different focus.

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My students are very curious about the artifacts I have in my classroom "Museum of Everyday Life". They are also confused by many of these artifacts and my "Mystery Artifact of the Week" has them using clues to figure out what the item is. Connections are made when they realize that many of the artifacts are things similar to what they use or have in their own lives. For example, phones (I have a rotary one), cameras ( I have multiple ones from the 1800's through the 10th century), music (records, record players, a walkman, cassette tapes, 8 track tapes) etc.

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I would say that the quadratics unit is a unit that students tend to get curious about. I think the obvious connections and uses in their own lives is what ends up peaking their interest in the topic.

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I rely on formative assessment and activities that include teacher observations to help see my students level of mastery.

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"The Nature of Knowledge Changes"

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Student reflection is so important and often most resisted from students lacking the confidence.  Students feeling anxious just want to be told what they need to do rather than identify it themselves.  Building confidence and coping strategies for them prior to using these check-ins are key for some of our more vulnerable kids.